BEHAVIORISM
Observable behavior
Classical Conditioning
(Ivan Pavlov)
-A type of learning where
behaviors are modified
through the association of
stimuli.
-Explains how emotional
responses are learned.
-Think of Pavlov’s famous
experiment with dogs and
the bell ringing to elicit a
conditioned response.
Operant Conditioning Law of Effect
(B.F. Skinner ) (Edward Thorndike)
-focuses on the
consequences of behavior.
--changes in behaviors are
- behaviors can be shaped acquired through
by reinforcement (positive associations between
or negative) or stimuli and responses.
punishment.
-- behaviors followed by
-where rewards and pleasant or satisfying
punishments shape our consequences are more
behaviors in response to likely to be repeated.
the environment.

Cognitive Development
(Jean Piaget)
- the groundwork for
understanding how
intelligence evolves as
children grow
-stages of cognitive
development (sensorimotor,
pre occupational, concrete
operational, and formal
operational).
- Piaget emphasized the
role of schema (knowledge
structures) in learning and
cognitive growth
COGNITIVISM
internal mental processes of learning
Discover learning, spiral curriculum, Nine Conditions of Learning
and the importance of knowledge and
(Robert Gagne)
structure
(Jerome Bruner )
-discovery of learning,
• Gaining attention (reception)
students discover links and
• Informing learners of the objective
relationships between
(expectancy)
facts, concepts, and • Stimulating recall of prior learning
theories on their own. (retrieval)
- spiral curriculum creates • Presenting the content (selective
perception)
autonomous learners who
• Providing learning guidance (semantic
can learn independently
encoding)
and adapt to new
• Eliciting performance (responding)
information.
• Providing feedback (reinforcement)
-children actively • Assessing performance (retrieval)
construct knowledge and • Enhance Retention and Transfer
meaning through their
experiences with the
world around them. the
environment.
 CONSTRUCTIVISM

Process of learning through their

experience

Experimental learning and learning Zone for proximal Development (ZPD) Application in Teaching
centered education
(Lev Vygotsky ) (Jean Piaget)
(John Dewy )

- the importance of
collaborative learning,
- Rather than passively -- Piaget’s theory informs
social interaction, and
receiving information, educational practices:
supportive guidance in
learners benefit from
hands-on exploration.
promoting cognitive • Adaptation
development. • Scaffolding
- Learning-centered
- the range of abilities an • Active Learning
education emphasizing the • Individual
individual can perform
importance of both differences
with the guidance of an
subject matter and
expert but cannot yet
individual interest.
perform independently.
 SOCIAL LEARNING THEORY

observation, imitation, and modeling

Observational learning and social Concept of internal and external

modelling locus of control
(Albert Bandura ) (Julian Rotter)

(Julian Rotter)

-People can learn by

observing others. Whether
directly through social
interactions or indirectly
via media, we absorb
information by watching
the consequences of other
people’s behaviors.

-social modelling is the

process of imitating or
emulating specific
behaviors exhibited by
others
 HUMANISM

Freedom and autonomy

Learner-centered education, self-concept, and

Hierarchy of Needs
important of a nurturing learning environment
(Abraham Maslow)
(Carl Rogers )

-learner-centered education focus is on the individual needs, interests,

and experiences of each learner. -human needs are organized into a
pyramid, with basic physiological needs
-Self-concept refers to an individual's beliefs and perceptions about (like food, water, and shelter) forming
themselves, including their abilities, strengths, and weaknesses. the base.
-To create a nurturing learning environment, Rogers advocated for - It is often depicted as a pyramid with
classrooms that are: the most basic needs at the bottom
Safe and supportive: Students feel comfortable taking risks, making and the most complex needs at the
mistakes, and expressing themselves freely. top.

Collaborative: Students work together to learn from each other and build - individuals are motivated to fulfill
positive relationships. their basic needs before moving on to
higher-level needs.
Engaging: Learning activities are interesting, challenging, and relevant to
students' lives
 EXPERENTIALISM

places experience at the heart of the

learning process

Experiential Learning Cycle Action research and the field

forces impacting learning
(David Kolb )
(Kurt Lewin)

- action research emphasizes the active

-it uses experience to describe its involvement of practitioners in
vital difference from cognitive researching and improving their own
learning theory, which focuses on practices.
cognition and behavioral learning
- Field theory posits that behavior is
theory.
influenced by the interplay of forces
-ELT involves four main stages, within a psychological field.
which learners cycle through
-These forces can be driving (pushing
experiencing, reflecting, thinking and
toward change) or restraining (resisting
acting.
change).